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HEDEVELOPMENTOFWORDRECOGNITIONINREADINGINLOWERPRIMARYPOLISHLEARNERSOFENGLISH
Inlightofthecomplexnatureofreadingandthemanyaspectsandperspectives
discussedabove,itisevidentthatreadingdefessimpledefnitions.Todayitseems
thatthemostcomprehensivedefnitionsofreadingarethosethatacknowledge
readingasaprocess,ormorepreciselyasacombinationofmentalprocesses
occurringinareader’smindduringreading.Whiletryingtounderstandtheintricate
natureofreading,itshouldbeacknowledgedthatnotworeadingactscanbethe
same:thereadingprocesswillvaryfordifferentreadersdealingwithdifferenttexts,
differentreadersdealingwithonetext,orevenonereaderdealingwithonetextat
differentoccasionsorfordifferentpurposes(Alderson,2000,pp.3-4).
101030READINGASAPRODUCT
Analyzingthecognitiveprocessescarriedoutinthereader’smindmaybeone
wayofapproachingreading,yetitcanalsobeviewedasaproductofinteraction
betweenthereaderandthetext;inotherwords,onecanattendtowhatlevelof
comprehensionhasbeenreached,asopposedtohowitwasreached(Alderson,
2000;Chodkiewicz,2003).Theproductapproachishelpfulforreadingdidactics
foranumberofimportantreasons:(1)theproduct(levelofcomprehension)can
beobserved,measured,andcomparedwiththeoriginaltext,whiletheprocessof
readingcannotbeobservedsinceitisconfnedtothereader’smind,(2)teachers
areequippedwithtoolstomeasurethelearner’slevelofcomprehension,and(3)
readingteacherscaneasilyadapttheirreadinginstructionappropriatelytohelp
learnersachievetheirreadinggoals(Chodkiewicz,2003,p.15).
Somelimitationstoapproachingreadingasaproductcanbeobserved,though,
andvoicesagainstthisapproachhavebeenraised.Decadesago,Gray(1987)
pointedattwomajorproblems:(1)theinabilitytopinpointthesourcesofpoor
comprehension(facilitatedwhenanalyzingreadingasaprocess),and(2)the
possibilityofprovidingmorethanoneanswertoacomprehensionquestion,dueto
varyinglearners’experiencesandbackgroundknowledge.
101040READINGASASOCIALACT
Apartfromseeingreadingasacognitiveactivitytakingplaceintheprivacyof
areader’smind,itcanandshouldalsobeviewedassocio-culturalbecauseitdepends
ontheinvolvementofasocialcontext.AsAlderson(2000)putsit:uReadingis
notanisolatedactivitythattakesplaceinsomevacuum”(p.25),whilePurcell-
-Gates,Jacobson,&Degener(2004)believethatuthemeaningofwhatiswritten
orread,andthemeaningoftheactofreadingorwriting,isnecessarilycontextual.
Itissocial.”(p.30).HenceBernhardt(1991)distinguishesbetweencognitiveand
socio-cognitiveviewofreading.Theimportanceofthesocialcontextinreading
isrecognisedbyotherresearchers,aswell.Wallace(2003)statesthatitwouldbe
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